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<p>This paper explores what educators articulated and perceived about their knowledge, beliefs, and mindsets (KBMs) to engage in racial equity practices aimed at closing opportunity gaps in their schools. Our research team utilized cognitive interviews (Drennan in J Adv Nurs 42:57–63, 2003) to gain insight into the educators’ KBMs about racial equity in their roles as teachers, school leaders, and aspiring school leaders. The data collected and analyzed from the cognitive interviews are part of a larger, multi-phase project designed to develop and validate a survey instrument to assess educators’ perceived KBMs regarding racial equity. In this paper, we focused on six educators who participated in the study. Their roles included school leaders, teachers, and aspiring school leaders working in urban schools. The findings suggest discrepancies in the educators’ preparation programs, which influenced how the educators engaged and negotiated racial equity practices in their classrooms. Additionally, participants discussed how their identities, their students’ identities, and various contextual factors shaped their practices. Lastly, we discuss the implications for teachers, school leaders, and program coordinators of educator preparation programs.</p>

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Racial Equity and Opportunity Gaps: Exploring Educators’ Perceptions and Practices in Urban Schools

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月12日

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  • J. Kalonji Rand,
  • Chris Ellis Darby,
  • Lonnie D. Manns,
  • Ira E. Murray,
  • Dena Lane-Bonds,
  • Dana N. Thompson Dorsey,
  • Lisa R. Bass

摘要

This paper explores what educators articulated and perceived about their knowledge, beliefs, and mindsets (KBMs) to engage in racial equity practices aimed at closing opportunity gaps in their schools. Our research team utilized cognitive interviews (Drennan in J Adv Nurs 42:57–63, 2003) to gain insight into the educators’ KBMs about racial equity in their roles as teachers, school leaders, and aspiring school leaders. The data collected and analyzed from the cognitive interviews are part of a larger, multi-phase project designed to develop and validate a survey instrument to assess educators’ perceived KBMs regarding racial equity. In this paper, we focused on six educators who participated in the study. Their roles included school leaders, teachers, and aspiring school leaders working in urban schools. The findings suggest discrepancies in the educators’ preparation programs, which influenced how the educators engaged and negotiated racial equity practices in their classrooms. Additionally, participants discussed how their identities, their students’ identities, and various contextual factors shaped their practices. Lastly, we discuss the implications for teachers, school leaders, and program coordinators of educator preparation programs.